Perseveration of associative strength in rabbit nictitating membrane response conditioning following ISI shifts     

Robert T. Ross  Michael J. Scavio 《Learning & behavior》1983,11(4):435-438

The present experiment determined whether associative strength based upon 15 CS-US pairings at various interstimulus intervals (ISIs) could survive shifts of the ISI to influence the subsequent acquisition of the nictitating membrane (NM) CR. The choice of 15 preshift pairings was based upon previous work, which had shown that this training level produced substantial associative strength without NM CR acquisition. Consequently, this experiment, by shifting the ISI before the beginning of CR acquisition, served as an extension to traditional ISI-shift studies that have imposed the manipulation after CR acquisition. The findings of the experiment indicated that 15 preshift pairings in Stage 1 at ISIs from 250 to 4,000 msec were as effective as 15 pairings at a 500-msec ISI in determining the number of trials to the first NM CR in Stage 2 in which the training ISI was 500 msec. Moreover, 15 pairings in Stage 1 at ISIs from 250 to 2,000 msec were equivalent to 15 pairings at 500 msec in controlling the number of trials to 10 successive NM CRs in Stage 2. These outcomes demonstrate that, within a large ISI range, the associative strength based upon relatively few pairings is preserved despite various shifts of the ISI. Therefore, these results suggest that the reductions in CR performance, which have been consistently observed in traditional studies following ISI shifts, are not due to the loss of associative strength.  相似文献   

Deconstitutive rhetoric: The destruction of legal personhood in the Global War on Terrorism     

Michael Paul Vicaro 《Quarterly Journal of Speech》2016,102(4):333-352

This essay examines a set of memoranda, speeches, and other official discourse issued during the Global War on Terrorism that transformed the legal paradigm under which the enemy was defined and authorized new norms of conduct previously prohibited by law. It argues that these texts employ “deconstitutive rhetoric,” defined as discursive action that undermines the existing legal status of those to whom it refers and produces a disarticulate, destitute subject by denying the individual access to the civic forums in which rhetorical agency may be exercised. The essay begins with an analysis of the use of deconstitutive rhetoric in the decision to legally re-define Afghanistan as a “failed state” in order to absolve the United States of treaty obligations with that nation. It then addresses the emergence of “unlawful enemy combatant status,” a new legal category not recognized under the international laws of war. The essay concludes with a discussion the Obama administration’s detention and drone strike policies, which have continued to use deconstitutive rhetoric to undermine the legal status of those captured and killed in the Global War on Terrorism.  相似文献   

Art and Design Education in the Ecology of Care     

Michael Koon Boon Tan 《The International Journal of Art & Design Education》2019,38(4):878-886

In the light of challenges arising from contemporary issues such as inclusivity, sustainability and justice, the connections between art, design and caring appears to be pertinent. What role can artists and designers play in the ecology of care? How can we lead art and design students to connect and lend their creative skills to care needs? Drawing on the ethics of care and a relational view on health this article highlights the various teaching approaches and initiatives introduced at Nanyang Technological University, Singapore, to support and guide students to realise various art and design for health and wellbeing projects that provide opportunities for students to part take in ecology of care using their creative skills. Although creative explorations at the intersection of art, design and caring is still at an early stage, outcomes from this ongoing effort have been encouraging in response to the shifting social needs to create a more inclusive and flourishing society in Singapore.  相似文献   

More about increasing the quality of educational intervention research: A synthesis     

Michael Pressley  Karen R. Harris 《Educational Psychology Review》1994,6(3):271-289

A synthesis of the commentaries to our leadoff paper is presented, along with our replies to some of the specific comments offered. When the original analysis and the commentaries are combined, an exceptionally thorough summary of issues that should be considered by intervention researchers emerges. We hope this set of issues will be useful to the educational research community.A draft of this synthesis was circulated among the commentators in this special issue, with a request to determine whether their views were represented fairly. There were few reservations expressed, and in every case when a concern was expressed, we concluded on review that slight adjustment was required to present the commentator's perspective more clearly and/or fairly, and we attempted to do so.  相似文献   

Learning science through technological design     

Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790

In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001  相似文献   

The strategic impact model: An integrative approach to performance improvement and instructional systems design     

Michael Molenda  James A. Pershing 《TechTrends》2004,48(2):26-33

Conclusion The Strategic Impact Model is distinctive in its portrayal of the integration of instructional and non-instructional interventions and its suggestion that all performance interventions undergo an analysis-design-development-production cycle, just as instruction does. It also differs from other similar models in its use of evaluative activities at each stage to assure alignment with strategic needs as well as quality control, and its suggestions for improving the chances of successful implementation by carrying out change management activities at each phase of the development process. He has special interests in distance education, historical and philosophical foundations of instructional technology and instructional development processes. He has special interests in planning and evaluating performance improvement initiatives, including training. An erratum to this article is available at .  相似文献   

The necessity of each phase of the learning cycle in teaching high school physics     

John W. Renner  Michael R. Abraham  Howard H. Birnie 《科学教学研究杂志》1988,25(1):39-58

The learning cycle is a method of teaching—it is also a curriculum organization principle and is derived directly from the mental functioning model invented by Piaget. Although Jean Piaget contributed to the formation of the learning cycle (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study (SCIS). It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycle. The learning cycle is built upon the premise that three distinct phases are necessary in developing understanding of a concept, that those phases have a definite sequence, and each phase has a definite structure or form. The research done in testing the form variable has already been reported in this journal (Renner, Abraham, & Birnie, 1985). This report explores whether or not each learning-cycle phase is necessary in learning a concept.  相似文献   

How Accurately can Primary School Teachers Predict the Scores of their Pupils in Standardised Tests of Attainment? A Study of some non‐Cognitive Factors that Influence Specific Judgements     

Jim Doherty  Michael Conolly 《Educational studies》1985,11(1):41-60

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TAKING ACCOUNT OF STUDENTS’ EMPLOYMENT EXPERIENCE IN A COURSE OF INITIAL TEACHER EDUCATION     

Christopher Turner  Michael Williams 《Assessment & Evaluation in Higher Education》1992,17(2):101-110

This study focuses on an industrial, commercial and community experience programme within a full time, one year postgraduate teacher training course. Acknowledging the heterogeneous experiences brought to this course by the students, an attempt was made to detect links between the students’ prior experience and their experience of the industrial, commercial and community programme. The students completed questionnaires before and after a placement and the findings are described. These findings contribute to an evaluation of the programme and suggest a number of important questions for those responsible for designing teacher education courses.  相似文献   

Connectedness among taiwanese middle school students: a validation study of the hemingway measure of adolescent connectedness     

Michael?J.?KarcherEmail author  Yun?Lee 《Asia Pacific Education Review》2002,3(1):92-114

Theories of adolescent connectedness suggest that adolescents strive to become connected by engaging with and valuing the people, activities, and worlds in their social ecology. The purpose of this study was to examine the psychometric properties of a measure designed to assess these worlds of connectedness among 320 junior high school students in Taiwan. The subscales and composite scales evidenced satisfactory reliability and concurrent validity. A hypothesized three-factor, higher order structural model of connectedness was cross-validated. Girls were generally more connected than boys. Both connectedness to school and to friends explained more variance in connectedness to self than did family connectedness. There was mixed support for separation-individuation processes. The measure appears promising in terms of future research on adolescent social development in the Asia Pacific.  相似文献